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  • 1.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    "All we wanted to do, now that we were back in the world, was forget": on remembrance and forgetting in Julie Otsuka's novels2015In: American Studies in Scandinavia, ISSN 0044-8060, Vol. 47, no 2, p. 81-101Article in journal (Refereed)
    Abstract [en]

    This article considers Julie Otsuka's representations of the World-War-II internment of Japanese Americans in When the Emperor Was Divine (2002) and The Buddha in the Attic (2011) from the perspective of collective remembrance, thus highlighting the interconnectedness of remembrance, forgetting, silence and race. Remembering and forgetting are understood as contingent on one another, and on the ideological currents and countercurrents that affect the construction of collective remembrance. The article argues that the content and form of Otsuka's novels mediate the cultural silence of the internment. In addition, they illustrate the changing nature of the narrativized remembrance of the internment as accounts of the lived experience of the Japanese Americans who went to camp are being replaced by trans-generationally transmitted, imaginatively recreated memories. The historical silence of the incarceration and its aftermath is sometimes explained in terms of "Japanese culture," but such a description risks reducing the impact of the racialization of Japanese Americans, and obscuring its effect on resistance. Finally, the analysis demonstrates that in Otsuka's texts, remembrance of the internment is characterized by a negotiation between repressive erasure and restorative forgetting.

  • 2.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    On the Legacy of Maxine Hong Kingston: The Mulhouse Book2014In: American Studies in Scandinavia, ISSN 0044-8060, Vol. 46, no 2, p. 97-100Article, book review (Other academic)
  • 3.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    The British slave trade2008In: Encyclopedia of Blacks in European history and culture. Vol. 2 / [ed] Eric Martone, Westport, Conn.: Greenwood Press , 2008, p. 487-491Chapter in book (Refereed)
  • 4.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    The doctor and the pastor: on love and evil in Hjalmar Söderberg's Doctor Glas and Bengt Ohlsson's Gregorius2012In: Forum for World Literature Studies, ISSN 1949-8519, E-ISSN 2154-6711, Vol. 4, no 2, p. 260-275Article in journal (Refereed)
  • 5.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    The Harlem renaissance: depicting the "New Negro"2009In: African-American poets / [ed] Harold Bloom, New York: Bloom's Literary Criticism , 2009, New ed., p. 147-164Chapter in book (Refereed)
  • 6.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Uppror mot en svartvit världsbild2008In: Svenska dagbladet, ISSN 1101-2412, no 1/2Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    "We don't think of these things here": on teaching African American texts in Sweden2007In: European scholars teaching African American texts / [ed] Simcikova, Karla, Ostrava: University of Ostrava , 2007, p. 33-44Chapter in book (Other academic)
  • 8.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Appreciating literature: a focus on lexis in second language reading2014In: Text analysis: culture, framework & teaching: conference proceedings from the Text Analysis Symposium at Kristianstad University, April 2014 / [ed] Jane Mattisson, Maria Bäcke, Kristianstad: Kristianstad University Press , 2014, p. 88-96Conference paper (Other academic)
    Abstract [en]

    The appreciation of literature depends on the reader’s ability to understand the author’s use of words — how they are used individually to express explicit and indirect meaning, how they are used in partnership with others to make up set phrases, and how meaning can be distorted for literary purposes by changing a phrase or the order of words in a phrase, all within a specific cultural context. The educated first language reader, familiar with the context, is equipped to read between the lines and achieve a fuller understanding of the text in question. However, for second language readers, lacking that lexical and cultural knowledge, the situation is different and they are at a disadvantage in terms of being able to understand a work of literature. Teachers of English can help their pupils by drawing their attention to words — which words are used and how they are used. Support for this assertion can be found in the research into second language vocabulary acquisition. This tells us that readers need to know at least 95% of words in a text in order to understand that text, and that words must be encountered many times if they are to be learnt. The point of actively working with words over a period of time is twofold: firstly, to increase the reader’s lexical resource in terms of both number of words known and depth of knowledge about them, and secondly, by so doing, to increase the reader’s ability to understand, and therefore appreciate, literary texts. With reference to The Great Gatsby, I will illustrate how teachers of English to university students can extend their learners’ lexical knowledge and appreciation of literature.

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  • 9.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Att utveckla kommunikativa färdigheter i engelska: Storylinemetoden2012In: Communicare, ISSN 1893-1502, Vol. 2, no 2, p. 47-51Article in journal (Other academic)
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  • 10.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    `I remember more when it's fun’: teaching English through Storyline2010Conference paper (Other academic)
  • 11.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    ‘Storyline’: a task-based approach for the young learner classroom2013In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 67, no 1, p. 41-51Article in journal (Refereed)
    Abstract [en]

    The Storyline approach is little known in language teaching contexts although it has much in common with task-based education. Learners play the parts of characters in an unfolding narrative, collaborating on tasks in small groups, a method which combines the use of language skills with practical work. A word often used by participants in a Storyline topic is `fun′. This article reports on a study in which I attempted to identify the features that particularly appealed to a class of Swedish 11–13 year olds, and how working in this way impacted on their learning of English. The data show that learners were strongly motivated by particular tasks and that the experience of taking part in a Storyline brought specific language benefits.

  • 12.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Storyline: developing communicative competence in English2013Book (Other academic)
    Abstract [en]

    What do you do when someone dumps rubbish in your street? How do you deal with anti-social neighbours? How do you organize a street party? These are some of the questions faced by a class of 11–13 year olds working on “Storyline, Our Sustainable Street”. For five weeks they took on the roles of families who had moved into a newly built street in the fictive English town of Danbury. Working on tasks linked to the syllabus for English, they developed their skills in speaking, listening, reading and writing – and had fun.

    Developing communicative competence in English is of central importance in the Swedish curriculum Lgr11. This book presents the results of a study into the impact of the Storyline approach on the second language classroom. It also provides excellent guidance for teacher education students and teachers of both younger and older pupils (aged 9–16) in how to adapt this Storyline for their own classes.

  • 13.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Storyline: the importance of "fun" in the young language learner classroom2015In: UZRT 2014: Empirical studies in applied linguistics / [ed] Stela Letica Krevelj & Jelena Mihaljevic Djigunovic, Zagreb: FF press , 2015, p. 81-90Chapter in book (Other academic)
  • 14.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Storyline: the importance of `fun´in the young language learner classroom2014In: UZRT 2014: Empirical Studies in Applied Linguistics / [ed] Letica Krevelj, S. & Mihaljevic Djigunovic, J., Zagreb: Filozofski fakultet u Zagrebu , 2014, p. 81-90Conference paper (Refereed)
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  • 15.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Teaching young learners through Storyline: `The more fun it is, the more you learn!´2016In: Modern English Teacher, ISSN 0308-0587, Vol. 25, no 1, p. 62-64Article in journal (Other (popular science, discussion, etc.))
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  • 16.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    The Storyline approach: promoting learning through cooperation in the second language classroom2013Conference paper (Other academic)
    Abstract [en]

    In the Storyline approach a fictive world is created in the classroom. Learners create and take on the role of characters in a story (lasting typically for four to six weeks), which develops as they work in small groups on practical and theoretical tasks linked to the curriculum. The approach offers conditions considered to promote second language development in young learners, namely an engaging, meaningful and motivational context in which communicative language skills are practised holistically. The word learners most commonly use to describe learning English through Storyline is `fun´; one aspect of the work which rates particularly highly is group collaboration. This presentation is based on a research study, Storyline, Our Sustainable Street, in which a class of Swedish 11-13 year olds created families who moved into a new street in a fictive English town. During the course of the Storyline the families took part in a project to live in a more sustainable way, and also had to deal with the problems of illegal rubbish dumping and anti-social neighbours. I will demonstrate how cooperative principles are integral to group tasks in Storyline and how, through cooperation, communicative language skills are developed.

  • 17.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    The Storyline approach: promoting learning through cooperation in the second language classroom2015In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 43, no 1, p. 40-54Article in journal (Refereed)
    Abstract [en]

    In the Storyline approach, a fictive world is created in the classroom, with learners working in small groups, taking on the role of characters in a story. The story develops as they work on a range of tasks which integrate the practical and theoretical content of the curriculum. This article reports on a study based on the syllabus for English, in which a class of Swedish 11-13 year olds took on the roles of families who had moved into a new sreet in England, and highlights the role played by cooperative group work in the second language learning process.

  • 18.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    `When it's fun you learn more!´: Storyline and the young language learner2012In: English for young learners - forum 2012: proceedings from the conference in Uppsala 19 June 2012 / [ed] Maria Allström, Annamaria Pinter, Uppsala: Centre for Professional Development and Internationalisation in Schools, Uppsala University , 2012, p. 28-38Conference paper (Other academic)
    Abstract [en]

    In the Storyline approach a fictive world is created in the classroom. Working in small groups, the learners create characters to people a story, speaking and writing in role. The story develops as the learners work on open key questions, based on curriculum content and integrating linguistic and practical skills. A word often used by participants in a Storyline topic is `fun´. I investigated which features of the Storyline approach particularly appealed to a class of 11-13 year-olds who took part in Our Sustainable Street and what impact working in this way had on their learning of English This paper reports on that study, which concluded that the Storyline approach offers significant benefits for the development of communicative competence, and shows how Storyline can meet the requirements of the curriculum.

  • 19.
    Ahlquist, Sharon
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Young learner writing and the Storyline approach2012Conference paper (Other academic)
  • 20.
    Ahlquist, Sharon
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Lugossy, Réka
    University of Pécs, Hungary.
    Stories and Storyline2015Book (Other academic)
  • 21.
    Akner, Gunnar
    et al.
    Örebro universitet.
    Rothenberg, Elisabet
    Kristianstad University, Forskningsmiljön Mat, måltid, hälsa i 24-timmarsperspektivet. Kristianstad University, Resrarch environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Multisjuka och bräckliga äldre2015In: Mat och hälsa: en klinisk handbok, Lund: Studentlitteratur AB, 2015, p. 105-108-Chapter in book (Other academic)
  • 22.
    Andrén, Mats
    et al.
    Lunds universitet.
    Andersson, Annika
    Lunds universitet.
    Håkansson, Gisela
    Lunds universitet.
    Gullberg, Marianne
    Lunds universitet.
    Johansson, Victoria
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Lunds universitet.
    Sayehli, Susan
    Lunds universitet.
    Att lära sig språk2013In: Språket, människan och världen: människans språk 1-2 / [ed] Victoria Johansson, Gerd Carling & Arthur Holmer, Lund: Studentlitteratur AB, 2013Chapter in book (Other (popular science, discussion, etc.))
  • 23.
    Annerstedt, Matilda
    et al.
    Swedish University of Agricultural Sciences, Alnarp, Sweden.
    Jönsson, Peter
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Lund University.
    Wallergård, Mattias
    Lund University.
    Johansson, Gerd
    Lund University.
    Karlson, Björn
    Lund University.
    Grahn, Patrik
    Swedish University of Agricultural Sciences, Alnarp, Sweden.
    Hansen, Ase Marie
    National Research Centre for the Working Environment, Copenhagen, Denmark.
    Währborg, Peter
    Swedish University of Agricultural Sciences, Alnarp, Sweden.
    Inducing physiological stress recovery with sounds of nature in a virtual reality forest: results from a pilot study2013In: Physiology and Behavior, ISSN 0031-9384, E-ISSN 1873-507X, Vol. 118, p. 240-50Article in journal (Refereed)
    Abstract [en]

    Experimental research on stress recovery in natural environments is limited, as is study of the effect of sounds of nature. After inducing stress by means of a virtual stress test, we explored physiological recovery in two different virtual natural environments (with and without exposure to sounds of nature) and in one control condition. Cardiovascular data and saliva cortisol were collected. Repeated ANOVA measurements indicated parasympathetic activation in the group subjected to sounds of nature in a virtual natural environment, suggesting enhanced stress recovery may occur in such surroundings. The group that recovered in virtual nature without sound and the control group displayed no particular autonomic activation or deactivation. The results demonstrate a potential mechanistic link between nature, the sounds of nature, and stress recovery, and suggest the potential importance of virtual reality as a tool in this research field.

  • 24.
    Bergöö, Kerstin
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Jönsson, Karin
    Malmö högskola.
    Glädjen i att förstå: språk- och textarbete med barn2012Book (Other academic)
    Abstract [sv]

    Hur kan pedagoger på ett jämställt och demokratiskt sätt ge barn möjlighet att inte bara läsa och skriva om världen utan också att samtala, läsa och skriva fram en annorlunda och förändrad värld?

    I den här boken beskriver författarna en aspekt som ofta får alltför lite fokus i arbetet med yngre barn, nämligen ett demokratiskt och kritiskt språkarbete kring sociala rättvisefrågor – s.k. critical literacy. Kärnan i ett sådant arbete är att barnen undersöker texter av alla de olika slag som omger dem med fokus på makt, genus, etnicitet och rättvisa: Vem är det som talar i texten? Vad säger texten oss? Varför? Skulle det kunna vara på något annat sätt?

    Genom praktiska exempel diskuterar författarna hur läroplanernas språk-, kunskaps-, identitets- och demokratiuppdrag kan hållas samman som ett och samma uppdrag. Utgångspunkten är att barn vill förstå sig själva och den värld de lever i och att förskolans och skolans uppgift är att stödja och inspirera dem i det projektet. Målet är att ge alla barn tillträde till ett skriftspråkligt medborgarskap där de vill, kan och vågar uttrycka sina åsikter.

    Glädjen i att förstå vänder sig främst till blivande och verksamma förskollärare och lärare i grundskolans tidigare år.

  • 25. Blankenau, I.
    et al.
    Dahlin-Ivanoff, S.
    Rothenberg, Elisabet
    Kristianstad University, Forskningsmiljön Mat, måltid, hälsa i 24-timmarsperspektivet. Kristianstad University, Resrarch environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    A comparison of body height estimated by different proxy measures in Swedish older adults2012Conference paper (Refereed)
    Abstract [en]

    Approximately 40 per cent of older adults living at home are at risk of malnutrition. To detect this condition, body mass index is often used as a tool. The standard way of measuring body height is in a standing position. Height decreases with age and further, many older adults are not physically capable to undergo standing height measures. As height is one of the components in BMI it can be affected by body height decrease which in turn will affect the estimated prevalence of malnutrition risk. There are many different ways to estimate height by proxy measures. The aim of this study was to investigate whether proxy measurements could prove to be useful when estimating height in Swedish community-dwelling older adults. Home visits were made to 51 men and 51 women, who had participated in the randomized, single-blinded health-promoting intervention study, Elderly in the Risk Zone, living in the urban district Örgryte-Härlanda in Gothenburg, Sweden. Body weight, standing height, recumbent height, knee-height and demi-span was measured. An interview was also conducted, retrieving information regarding e.g. height around 20 years of age. T-test and Wilcoxon rank tests were performed and to further examine the results regression analyses and Bland & Altman-plots were conducted. The result showed that between 20 years of age to present age the men had decreased, in body height, on average 3,8 cm and the women 4,9 cm. In both the regression analysis and in the Bland & Altman plots, recumbent height and youth height seem to best conform to standing measured height. In the men, a negative correlation was found between the difference standing and knee-height measure of body height compared to mean values of the two measures in the Bland & Altman plots, though it was the only measurement that did not show any group mean statistical significant difference from standing height by t-test. No negative or positive correlation was seen in the women by the Bland & Altman plots. Demi-span gave an underestimation of body height in both genders. The present results show that body height seems to decrease with age and that besides standing, the best proxy measure is recumbent height otherwise that right knee-height could be used. Different height measurements could affect the BMI classification. Though we need to learn more about what affects the height decrease with age and what proxy measures are reliable. It would be desirable that a larger study would be conducted.

  • 26.
    Block, Susanne
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Ingoldsson, Johanna
    Kristianstad University, School of Education and Environment.
    Att vara eller inte vara: En studie om specialpedagogens anställningsbarhet iden kommunala grundskolan2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vår studie ger en inblick i hur platsannonser från kommunala grundskolor som söker specialpedagog stämmer med aktuell examensordning för specialpedagog samt hur rektorer reflekterar kring innehållet i platsannonserna. Syftet är att undersöka om vi är anställningsbara som specialpedagoger i den kommunala grundskolan. Undersökningens metod är dokumentgranskning, som följs av telefonintervjuer. Vårt resultat pekar på att vi är anställningsbara som specialpedagoger. "Social kompetens", "flexibilitet" och personlig lämplighet är viktigare än vilken specialpedagogisk utbildning den sökande har. Preciseringen av arbetsuppgifter och kvalifikationer i platsannonserna styrs av vilka specialpedagogiska behov som finns på skolan. I många platsannonser efterfrågas utökad kompetens, till exempel kunskap/erfarenhet av kompensatoriska hjälpmedel och neuropsykiatriska funktionshinder, vilket kan tyda på att det förutsätts att specialpedagoger eller speciallärare bör ha dessa kompetenser.

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  • 27.
    Bolstad, Ingeborg
    et al.
    Norge.
    Andreassen, Ole A.
    Norge.
    Groote, Inge R.
    Norge.
    Haatveit, Beathe
    Norge.
    Server, Andres
    Norge.
    Jensen, Jimmy
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Norge.
    No difference in frontal cortical activity during an executive functioning task after acute doses of aripiprazole and haloperidol2015In: Frontiers in Human Neuroscience, E-ISSN 1662-5161, Vol. 9, article id 296Article in journal (Refereed)
    Abstract [en]

    Background: Aripiprazole is an atypical antipsychotic drug that is characterized by partial dopamine D2 receptor agonism. Its pharmacodynamic profile is proposed to be beneficial in the treatment of cognitive impairment, which is prevalent in psychotic disorders. This study compared brain activation characteristics produced by aripiprazole with that of haloperidol, a typical D2 receptor antagonist, during a task targeting executive functioning.

    Methods: Healthy participants received an acute oral dose of haloperidol, aripiprazoleor placebo before performing an executive functioning task while blood-oxygen-level dependent (BOLD) functional magnetic resonance imaging (fMRI) was carried out.

    Results: There was a tendency towards reduced performance in the aripiprazole group compared to the two other groups. The image analysis yielded a strong task related BOLD-fMRI response within each group. An uncorrected between-group analysis showed that aripiprazole challenge resulted in stronger activation in the frontal and temporal gyri and the putamen compared with haloperidol challenge, but after correcting for multiple testing there was no significant group difference.

    Conclusion: No significant group differences between aripiprazole and haloperidol infrontal cortical activation were obtained when corrected for multiple comparisons.

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  • 28.
    Bolstad, Ingeborg
    et al.
    Norge.
    Andreassen, Ole A
    Norge.
    Groote, Inge
    Norge.
    Server, Andres
    Norge.
    Sjaastad, Ivar
    Norge.
    Kapur, Shitij
    Storbritannien.
    Jensen, Jimmy
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Effects of haloperidol and aripiprazole on the human mesolimbic motivational system: a pharmacological fMRI study2015In: European Neuropsychopharmacology, ISSN 0924-977X, E-ISSN 1873-7862, Vol. 25, no 12, p. 2252-2261Article in journal (Refereed)
    Abstract [en]

    The atypical antipsychotic drug aripiprazole is a partial dopamine (DA) D2 receptor agonist, which differentiates it from most other antipsychotics. This study compares the brain activation characteristic produced by aripiprazole with that of haloperidol, a typical D2 receptor antagonist. Healthy participants received an acute oral dose of haloperidol, aripiprazole or placebo, and then performed an active aversive conditioning task with aversive and neutral events presented as sounds, while blood-oxygen-level-dependent (BOLD) functional magnetic resonance imaging (fMRI) was carried out. The fMRI task, targeting the mesolimbic motivational system that is thought to be disturbed in psychosis, was based on the conditioned avoidance response (CAR) animal model - a widely used test of therapeutic potential of antipsychotic drugs. In line with the CAR animal model, the present results show that subjects given haloperidol were not able to avoid more aversive than neutral task trials, even though the response times were shorter during aversive events. In the aripiprazole and placebo groups more aversive than neutral events were avoided. Accordingly, the task-related BOLD-fMRI response in the mesolimbic motivational system was diminished in the haloperidol group compared to the placebo group, particularly in the ventral striatum, whereas the aripiprazole group showed task-related activations intermediate of the placebo and haloperidol groups. The current results show differential effects on brain function by aripiprazole and haloperidol, probably related to altered DA transmission. This supports the use of pharmacological fMRI to study antipsychotic properties in humans.

  • 29.
    Bolstad, Ingeborg
    et al.
    KG Jebsen Centre for Psychosis Research, Division of Mental Health and Addiction, Oslo University Hospital.
    Andreassen, Ole A.
    KG Jebsen Centre for Psychosis Research, Division of Mental Health and Addiction, Oslo University Hospital.
    Reckless, Greg E.
    KG Jebsen Centre for Psychosis Research, Division of Mental Health and Addiction, Oslo University Hospital.
    Sigvartsen, Niels P.
    KG Jebsen Centre for Psychosis Research, Division of Mental Health and Addiction, Oslo University Hospital.
    Server, Andres
    Department of Neuroradiology, Oslo University Hospital.
    Jensen, Jimmy
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Aversive event anticipation affects connectivity between the ventral striatum and the orbitofrontal cortex in an fMRI avoidance task2013In: PLOS ONE, E-ISSN 1932-6203, Vol. 8, no 6, p. e68494-Article in journal (Refereed)
    Abstract [en]

    Ability to anticipate aversive events is important for avoiding dangerous or unpleasant situations. The motivation to avoid an event is influenced by the incentive salience of an event-predicting cue. In an avoidance fMRI task we used tone intensities to manipulate salience in order to study the involvement of the orbitofrontal cortex in processing of incentive salience. In the task, cues predicting either aversive or neutral avoidable tones were presented. Ventral striatum, amygdala and anterior insula activations were significantly stronger during presentation of cues for aversive than neutral tones. A psychophysiological interaction analysis showed stronger connectivity between the ventral striatum and the orbitofrontal cortex during aversive than neutral conditions. The present study shows an interaction between the ventral striatum, a structure previously linked to negative incentive salience, and the orbitofrontal cortex supporting a role for this region in processing salience. In addition, this study replicates previous findings suggesting that the task is robust.

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  • 30.
    Brandt, Christine Lycke
    et al.
    Norge.
    Kaufmann, Tobias
    Norge.
    Agartz, Ingrid
    Norge.
    Hugdahl, Kenneth
    Norge.
    Jensen, Jimmy
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Ueland, Torill
    Norge.
    Haatveit, Beathe
    Norge.
    Skatun, Kristina C.
    Norge.
    Doan, Nhat Trung
    Norge.
    Melle, Ingrid
    Norge.
    Andreassen, Ole A.
    Norge.
    Westlye, Lars T.
    Norge.
    Cognitive effort and schizophrenia modulate large-scale functional brain connectivity2015In: Schizophrenia Bulletin, ISSN 0586-7614, E-ISSN 1745-1701, Vol. 41, no 6, p. 1360-1369Article in journal (Refereed)
    Abstract [en]

    Schizophrenia (SZ) is characterized by cognitive dysfunction and disorganized thought, in addition to hallucinations and delusions, and is regarded a disorder of brain connectivity. Recent efforts have been made to characterize the underlying brain network organization and interactions. However, to which degree connectivity alterations in SZ vary across different levels of cognitive effort is unknown. Utilizing independent component analysis (ICA) and methods for delineating functional connectivity measures from functional magnetic resonance imaging (fMRI) data, we investigated the effects of cognitive effort, SZ and their interactions on between-network functional connectivity during 2 levels of cognitive load in a large and well-characterized sample of SZ patients (n = 99) and healthy individuals (n = 143). Cognitive load influenced a majority of the functional connections, including but not limited to fronto-parietal and default-mode networks, reflecting both decreases and increases in between-network synchronization. Reduced connectivity in SZ was identified in 2 large-scale functional connections across load conditions, with a particular involvement of an insular network. The results document an important role of interactions between insular, default-mode, and visual networks in SZ pathophysiology. The interplay between brain networks was robustly modulated by cognitive effort, but the reduced functional connectivity in SZ, primarily related to an insular network, was independent of cognitive load, indicating a relatively general brain network-level dysfunction.

  • 31. Briem, Valdimar
    et al.
    Siotis Ekberg, Camilla
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Kristianstad University, Forskningsmiljön ForFame.
    de Lima, Sonia
    Psykiatriska öppenvården, Region Skåne.
    Lokförare och dödsolyckor på spåret: psykologiska och säkerhetsmässiga aspekter. Slutrapport, november 20042004Report (Other academic)
    Abstract [sv]

    Psykisk ohälsa som en följd av stress påverkar kognitiva och emotionella funktioner, såsom minne, uppmärksamhet, koncentration och beslutsfattande. Alla dessa är nödvändiga egenskaper i arbetet som lokförare, där föraren ansvarar för sin egen och andras säkerhet, och behöver sin totala prestationsförmåga. Arton lokförare,40-57 år, de flesta med lång yrkeserfarenhet deltog i denna undersökning. Resultaten indikerar att det att ha varit inblandad i en tågolycka med dödlig utgång kan i mångafall ha långsiktiga, psykologiska följdverkningar för lokföraren. Förarens sociala nätverk framstår som en viktig komponent i den psykiska läkningsprocessen efter en påkörning. Det förefaller att för en bra och hållbar återhämtning krävs insatser som innefattar bl.a. professionell hjälp samt stöd från familj, kamrater och företagsledning.

    Download full text (pdf)
    fulltext
  • 32.
    Buratti, Sandra
    et al.
    University of Gothenburg.
    Allwood, Carl Martin
    University of Gothenburg.
    Johansson, Marcus
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Lund University.
    Stability in the metamemory realism of eyewitness confidence judgments2014In: Cognitive Processing, ISSN 1612-4782, E-ISSN 1612-4790, Vol. 15, no 1, p. 39-53Article in journal (Refereed)
  • 33.
    Bäcke, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    The framework for university level text analysis2014In: Text analysis: culture, framework & teaching: conference proceedings from the Text Analysis Symposium at Kristianstad University, April 2014 / [ed] Jane Mattisson, Maria Bäcke, Kristianstad: Kristianstad University Press , 2014, p. 104-111Conference paper (Other academic)
    Abstract [en]

    For several years there has been a huge emphasis on higher education’s role in shaping future employees to fit the requirements of potential employers and adapting education to the recruitment needs of the same. This is not the only goal of higher education, however. At the very beginning, in section eight of the first chapter of the Swedish Higher Education Act, it is written that ”[f]irst-cycle courses and study programmes shall develop the ability of students to make independent and critical assessments.” In addition, ”students shall develop the ability to gather and interpret information at a scholarly level.” Both quotes highlight the aspect of critical analysis, which is mandatory for university studies regardless of field. To help develop critical thinking and further independent analysis among the students are thus two of the most important goals for Swedish educators in higher education.

    Academic disciplines follow the Swedish Higher Education Act in various ways depending on the traditions and customs in their respective fields. Within the field of English literature, text analysis is at the forefront and a huge amount of research has been made delving into its method. Authors often encountered by students are Lois Tyson, M. Keith Booker, Terry Eagleton, and Jonathan Culler as they have written often used introductions to literary theory and critical perspectives. My aim in this paper is to focus on the teaching of literary text analysis as a method and a means to adhere to the independent and critical assessment requirement as well as to gather and interpret information — which I will focus on primarily — in the Swedish Higher Education Act. What are the strengths of text analysis as a method and to what extent does it contribute to fulfil the aims of higher education as expressed by Swedish law?

    Download full text (pdf)
    fulltext
  • 34.
    Cardeña, Etzel
    et al.
    Lund University.
    Lehmann, Dietrich
    University Hospital of Psychiatry, Zurich, Switzerland.
    Faber, Pascal L
    University Hospital of Psychiatry, Zurich, Switzerland.
    Jönsson, Peter
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Milz, Patricia
    University Hospital of Psychiatry, Zurich, Switzerland.
    Pascual-Marqui, Roberto D
    University Hospital of Psychiatry, Zurich, Switzerland.
    Kochi, Kieko
    University Hospital of Psychiatry, Zurich, Switzerland.
    EEG sLORETA functional imaging during hypnotic arm levitation and voluntary arm lifting2012In: The International journal of clinical and experimental hypnosis, ISSN 1744-5183, Vol. 60, no 1, p. 31-53Article in journal (Refereed)
    Abstract [en]

    This study (N = 37 with high, medium, and low hypnotizables) evaluated depth reports and EEG activity during both voluntary and hypnotically induced left-arm lifting with sLORETA functional neuroimaging. The hypnotic condition was associated with higher activity in fast EEG frequencies in anterior regions and slow EEG frequencies in central-parietal regions, all left-sided. The voluntary condition was associated with fast frequency activity in right-hemisphere central-parietal regions and slow frequency activity in left anterior regions. Hypnotizability did not have a significant effect on EEG activity, but hypnotic depth correlated with left hemisphere increased anterior slow EEG and decreased central fast EEG activity. Hypnosis had a minimal effect on depth reports among lows, a moderate one among mediums, and a large one among highs. Because only left-arm data were available, the full role of the hemispheres remains to be clarified.

  • 35.
    Cederholm, Tommy
    et al.
    Uppsala universitet.
    Rothenberg, Elisabet
    Kristianstad University, Forskningsmiljön Mat, måltid, hälsa i 24-timmarsperspektivet. Kristianstad University, Resrarch environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Kost, nutrition och hälsa - en introduktion2015In: Mat och hälsa: en klinisk handbok / [ed] Cederholm, Tommy; Rothenberg, Elisabeth, Lund: Studentlitteratur AB, 2015, p. 23-26Chapter in book (Other academic)
  • 36.
    Cederholm, Tommy
    et al.
    Uppsala Universitet.
    Rothenberg, Elisabet
    Kristianstad University, Forskningsmiljön Mat, måltid, hälsa i 24-timmarsperspektivet. Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Krypskytte mot vetenskapen äventyrar folkhälsosatsningar2016In: Läkartidningen, ISSN 0023-7205, E-ISSN 1652-7518, Vol. 113Article in journal (Other (popular science, discussion, etc.))
  • 37.
    Cederholm, Tommy
    et al.
    Uppsala universitet.
    Rothenberg, ElisabetKristianstad University, Forskningsmiljön Mat, måltid, hälsa i 24-timmarsperspektivet. Kristianstad University, Resrarch environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Mat och hälsa: en klinisk handbok2015Collection (editor) (Other academic)
    Abstract [sv]

    Kunskaper och vetenskapligt förankrade insikter kring matens betydelse för människans hälsa tilltar samtidigt som intresset för kost och hälsa ökar hos både patienter och allmänhet. Personal inom vård och omsorg upplever därför ofta svårigheter att orientera sig i flödet av hälsobudskap där buden dessutom kan vara motstridiga. Läkare, sjuksköterskor och annan vårdpersonal har ett kontinuerligt behov av att uppdatera sina kunskaper om mat, nutrition och hälsa. 


    Bokens första del ger råd om nutritionshandläggning vid speciella sjukdomar, t.ex. hjärt–kärlsjukdomar, diabetes och fetma.Dessutom fokuseras nutritionens betydelse vid vanliga kroniska sjukdomar såsom mag-tarm-, njur- och demenssjukdom.Åldrandet, mat och nutrition diskuteras i flera kapitel.Vårdprocessen vid utredning och behandling belyses. Bokens andra del ger kliniskt relevant kunskap om näringslära och kostrekommendationer. T.ex. avhandlas hälsoeffekter och behov av fett, kolhydrater och protein, omega-3-fettsyror och vitamin D,hälsoeffekter av traditionell medelhavskost, och dess nordiska motsvarighet, liksom olika typer av populära koster.


    I den här boken samlas kunskapen hos tjugosex av Sveriges främsta forskare inom nutritionsområdet på ett lättillgängligt sätt för att ge evidensbaserade svar på många av de frågor som möter sjukvårdspersonal.

  • 38.
    Cederholm, Tommy
    et al.
    Lunds universitet.
    Rothenberg, Elisabet
    Kristianstad University, Forskningsmiljön Mat, måltid, hälsa i 24-timmarsperspektivet. Kristianstad University, Resrarch environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Osteoporos2015In: Mat och hälsa: en klinisk handbok / [ed] Cederholm, Tommy; Rothenberg, Elisabet, Lund: Studentlitteratur AB, 2015, p. 101-104Chapter in book (Other academic)
  • 39.
    Cederholm, Tommy
    et al.
    Uppsala universitet.
    Rothenberg, Elisabet
    Kristianstad University, Forskningsmiljön Mat, måltid, hälsa i 24-timmarsperspektivet. Kristianstad University, Resrarch environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Ödlund Olin, Ann
    Karolinska universitetssjukhuset.
    Behandling av nutritionsproblem2015In: Mat och hälsa: en klinisk handbok / [ed] Cederholm, Tommy; Rothenberg, Elisabet, Studentlitteratur AB, 2015, p. 143-150Chapter in book (Other academic)
  • 40.
    Cederholm, Tommy
    et al.
    Uppsala universitet.
    Rothenberg, Elisabet
    Kristianstad University, Forskningsmiljön Mat, måltid, hälsa i 24-timmarsperspektivet. Kristianstad University, Resrarch environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Ödlund Olin, Ann
    Karolinska universitetssjukhuset.
    Utredning av nutritionsproblem (undernäring och fetma)2015In: Mat och hälsa: en klinisk handbok / [ed] Cederholm, Tommy; Rothenberg, Elisabet, Lund: Studentlitteratur AB, 2015, p. 135-142Chapter in book (Other academic)
  • 41.
    Damber, Ulla
    et al.
    Umeå universitet.
    Nilsson, Jan
    Malmö högskola.
    Ohlsson, Camilla
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Litteraturläsning i förskolan2013Book (Other academic)
    Abstract [sv]

    Tidiga textmöten hjälper barn att utveckla strategier i sin senare läsning och ger dem en inre motivation att söka läsupplevelser och kunskap om omvärlden. Den tidiga läsningen sätter på så vis spår i den fortsatta litteratur- och språkutvecklingen, men också i kunskapsutvecklingen i stort. Men hur arbetar förskolepersonal med uppdraget att grundmura nyfikenhet och lust till läsning? Och hur kan litteraturläsningens potential som kunskapskälla tas tillvara? 

    I bokens första del undersöker författarna vilka förutsättningar barnen ges vid ett antal förskolor i Sverige att utveckla kunskap med litteraturens hjälp. I den andra delen resonerar de kring tematiskt arbete i förskolan och vilken funktion läsning av skönlitteratur kan ha i sådana sammanhang. Men de ger även konkreta planeringsförslag på teman – teman om familjekonstellationer och om natur, djur och miljö – där ett uttalat syfte med litteraturläsningen är just att stödja barnens kunskapsutveckling. 

    Litteraturläsning i förskolan vänder sig främst till blivande och yrkesverksamma förskollärare. Den erbjuder också värdefull läsning för bibliotekarier som samarbetar med förskolan.

  • 42. Danielsen, A
    et al.
    Otnæss, M K
    Jensen, Jimmy
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Williams, S C R
    Østberg, B C
    Investigating repetition and change in musical rhythm by functional MRI2014In: Neuroscience, ISSN 0306-4522, E-ISSN 1873-7544, Vol. 275, p. 469-476Article in journal (Refereed)
    Abstract [en]

    Groove-based rhythm is a basic and much appreciated feature of Western popular music. It is commonly associated with dance, movement and pleasure and is characterized by the repetition of a basic rhythmic pattern. At various points in the musical course, drum breaks occur, representing a change compared to the repeated pattern of the groove. In the present experiment, we investigated the brain response to such drum breaks in a repetitive groove. Participants were scanned with functional magnetic resonance imaging (fMRI) while listening to a previously unheard naturalistic groove with drum breaks at uneven intervals. The rhythmic pattern and the timing of its different parts as performed were the only aspects that changed from the repetitive sections to the breaks. Differences in blood oxygen level-dependent activation were analyzed. In contrast to the repetitive parts, the drum breaks activated the left cerebellum, the right inferior frontal gyrus (RIFG), and the superior temporal gyri (STG) bilaterally. A tapping test using the same stimulus showed an increase in the standard deviation of inter-tap-intervals in the breaks versus the repetitive parts, indicating extra challenges for auditory-motor integration in the drum breaks. Both the RIFG and STG have been associated with structural irregularity and increase in musical-syntactical complexity in several earlier studies, whereas the left cerebellum is known to play a part in timing. Together these areas may be recruited in the breaks due to a prediction error process whereby the internal model is being updated. This concurs with previous research suggesting a network for predictive feed-forward control that comprises the cerebellum and the cortical areas that were activated in the breaks.

  • 43.
    Davidson, Per
    et al.
    Lund University.
    Carlsson, Ingegerd
    Lund University.
    Jönsson, Peter
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Johansson, Mikael
    Lund University.
    Sleep and the generalization of fear learning2016In: Journal of Sleep Research, ISSN 0962-1105, E-ISSN 1365-2869, Vol. 25, no 1, p. 88-95Article in journal (Refereed)
    Abstract [en]

    Fear conditioning is an important survival mechanism, as is the ability to generalize learned fear responses to stimuli that are similar to the original conditioned stimulus. Overgeneralization of fear learning, prominent in many anxiety disorders, is however highly maladaptive. Because sleep is involved in the consolidation of fear learning, and in active processing of information, the present study explored the effect of sleep on generalization of fear learning. Participants watched a random sequence of pictures of a small and a big circle, one of them coupled with an aversive sound. Then, after a delay period containing either a nap or wake, generalization was examined as participants watched the two circles again, together with eight novel circles that gradually varied in size between the former two. Results showed that the fear response increased as a function of similarity to the conditioned response. However, there was no difference in the degree of generalization between the sleep and the wake group.

  • 44.
    Davidson, Per
    et al.
    Lund University.
    Carlsson, Ingegerd
    Lund University.
    Jönsson, Peter
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Johansson, Mikael
    Lund University.
    The effect of pattern separation on fear conditioning2014Conference paper (Refereed)
  • 45.
    Davidsson, P.
    et al.
    Lunds universitet.
    Carlsson, I.
    Lunds universitet.
    Jönsson, Peter
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    No effect of sleep on the generalization of fear learning2014In: Journal of sleep research, ISSN 1365-2869, Vol. 23, p. 7-Article in journal (Other academic)
    Abstract [en]

    Objectives: Sleep has been shown to be involved both in emotion regulation and in the active processing of information. We combined these two concepts and tested if sleep affected the generalization of fear learning.

    Methods: In a fear conditioning paradigm, participants were shown images of a small and a big circle where one of them was paired with an aversive sound, making it the CS+. Fear was measured with skin conductance responses. Participants were then randomly divided into a sleep or a wake group. The sleep group took a 2 h nap while the wake group rested for 2 h. Participants were then exposed to the two circles seen before, combined with 8 novel circles that gradually varied in size from the small one to the big one. We looked at how many circle sizes away from the CS+ that participants still exhibited a fear response, and if this differed between the sleep and the wake group.

    Results: We found no effect of sleep on the slope of the generalization across the different circles. There was a main effect of circle size, F(1,25) = 10.42, P = 0.01, but no main effect of sleep/wake, F (1,25) = 0.40, P = 0.54, and no interaction between sleep/wake X circle size, F(1,25) = 0.62, P = 0.44.

    Conclusions: The fear conditioning manipulation worked, with a gradual increase of fear depending on the stimuli’s similarity to the CS+. However, there was no effect of sleep or wake, which could possibly be explained by that just a 2 h nap not being a sufficient sleep manipulation to detect any differences.

  • 46.
    Edfors, Ellinor
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap II.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Umans, Timurs
    Kristianstad University, School of Health and Society, Avdelningen för Ekonomi. Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Rehnstam-Holm, Ann-Sofi
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Pedagogisk karriärstege vid Högskolan Kristianstad – några reflektioner från beredningsgruppens arbete2014Conference paper (Other academic)
  • 47.
    Ewald, Annette
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Litteraturdidaktiska utmaningar och dilemman i systemskiftenas tid2015In: Svensk forskning om läsning och läsundervisning / [ed] Michael Tengberg & Christina Olin Scheller, Malmö: Gleerups Utbildning AB, 2015, p. 183-195Chapter in book (Refereed)
  • 48.
    Ewald, Annette
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Lärares frirum har begränsats2014In: Svenskläraren, ISSN 0346-2412, Vol. 58, no 3, p. 8-9Article in journal (Other (popular science, discussion, etc.))
    Download full text (pdf)
    Lärares frirum Svenskläraren
  • 49.
    Ewald, Annette
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Läskompetenser i en ny tid2013Conference paper (Refereed)
    Abstract [sv]

    Traditionellt har den litteraturdidaktiska forskningen och debatten utgått från grundantagandet att läsning av fiktiva texter är något annat än läsning av sakprosa. Skiljelinjer har tidvis funnits mellan en mer kompetensteoretiskt inriktad litteraturdidaktisk forskning med huvudsakligen litteraturvetenskapliga teorigrunder och med fokus på ett text- och responsestetiskt orienterat intresse för det litterära läsandets egenart och sökandet efter en specifik litterär kompetens och hur en sådan utvecklas i en pedagogisk kontext (t.ex. Svensson, 1989; Torell, red. 2002) och en mer erfarenhetspedagogiskt och socialisationsteoretiskt grundad litteraturdidaktisk forskning med utbildningssociologiska, institutionskritiska, kulturanalytiska, ämneshistoriska och uttalat klassrumsorienterade utgångspunkter (t.ex. Malmgren, 1986 och 1997). I den litteraturdidaktiska diskussionen – och i klassrum – har "kompetenspedagogik" stått mot "erfarenhetspedagogik". Relativt stor consensus har dock rått om skönlitteraturens samhälleliga, kulturella och existentiella värden och inom utbildningssystemet har (den tryckta) skönlitteraturen genomgående haft en sällan ifrågasatt central roll.

    Idag upplöses skiljelinjerna mellan olika texttyper och tidigare gränsdragningar mellan olika medieformer blir otydligare. Vi lever i det som med en nött metafor brukar beskrivas som "ett nytt medielandskap" som bland annat innebär att fiktionen migrerar till – eller "konvergerar" med– nätet (Rustad, 2010; Lundström & Olin-Scheller, 2010), att människors sätt att skapa mening och innebörd i möte med texter förändras (Kress, 2003; Elmfeldt & Erixon, 2007; Holsanova, 2010), att litteraturens värden problematiseras (Persson 2007 och 2012; Skaftun 2009) och att lärare – och vetenskapssamhället – möter förändrade läskompetensbehov och nya litteraturdidaktiska utmaningar.

    Det övergripande syftet med presentationen är att initiera en fördjupad diskussion om de didaktiska dilemman lärare ställs inför med de (diffusa) text- och läskompetensbegrepp som framtonar i grundskolans styrdokument och förväntas utgöra en utgångspunkt och riktlinje för undervisningen. Mot en analys av den omformulerade ämneskursplanen i svenska (Skolverket, 2011a och 2011b) ställs frågan vilka dilemman den alltmer uttalat krav- och kompetensinriktade skolan ställer lärare inför. Vilka blir litteraturens värden och vilka litteraturdidaktiska strategier väljer erfarenhetspedagogiskt sinnade lärare och vilka didaktiska val gör mer kompetensdidaktiskt orienterade pedagoger i en skola där mätbara kunskaper och förmågor kommer alltmer i fokus (Lundström, Manderstedt & Palo, 2011). Vilka vägar tar den litteraturdidaktiska forskningen?

    Presentationen utgår från några av resultaten från en kvalitativ intervjuundersökning med ett urval "expertlärare" i grundskolans årskurs 3-6. Undersökningen ingår i en planerad explorativ studie där lärares litteraturdidaktiska strategier studeras mot bakgrund av den pågående statliga och kommunala implementeringen av en ny läroplan.

    Svensson, Cai (1989). Barns och ungdomars läsning: problemöversikt och förslag till forskning. Linköping: Linköpings universitet.

    Torell, Örjan (red.) (2002). Hur gör man en litteraturläsare? Om skolans litteraturundervisning i Sverige, Ryssland och Finland. Institutionen för humaniora vid Mitthögskolan i Härnösand.

    Malmgren, Lars-Göran (1986). Den konstiga konsten. Om litteraturläsning och litteraturpedagogik. Lund: Studentlitteratur.

    Malmgren, Lars-Göran (1997). Åtta läsare på mellanstadiet. Litteraturläsning i ett utvecklingsperspektiv. Lund: Studentlitteratur.

    Rustad (2010). "Når litteratur går fra papir til skjerm". I: Engebrektsen, Martin (red.) Skrift/bilde/lyd. Analyse av sammansatte tekster. Kristiansand: Højskoleforlaget.

    Lundström, Stefan & Olin-Scheller, Christina (2010). "Narrativ kompetens. En förutsättning i multimodala textuniversum?". I: Tidskrift för litteraturvetenskap. Vol 40, Nr 3-4, s. 107-117.

    Kress, Gunther (2003). Literacy in the New Media Age. London: Routledge.

    Elmfeldt & Erixon (2007). Skrift i rörelse. Om genrer och kommunikativ förmåga i skola och medielandskap. Stockholm/Stehag: Brutus Östlings Bokförlag Symposion.

    Holsanova (2010). Myter och sanningar om läsning. Om samspelet mellan språk och bild i olika medier. Stockholm: Språkrådet och Norstedts.

    Persson, Magnus (2007). Varför läsa litteratur? Om litteraturläsning efter den kulturella vändningen. Lund: Studentlitteratur.

    Persson (2012). Den goda boken? Samtida föreställningar om litteratur och läsning. Lund: Studentlitteratur.

    Skaftun, Atle (2009). Litteraturens nytteverdi. Bergen: Fagbokforlaget.

    Skolverket (2011a). Lgr11. http://www.skolverket, hämtad 2012-05-15.

    Skolverket (2011b). Kommentarmaterial till kursplanen i svenska. http://www.skolverket.se, hämtad 2012-05-15.

    Lundström, Stefan, Manderstedt, Lena & Palo, Annbritt (2011). "Den mätbara litteraturläsaren. En tendens i Lgr 11 och en konsekvens för svensklärarutbildningen. I: Utbildning & Demokrati, vol 209:2, s. 7-26.

  • 50.
    Faraon, Montathar
    et al.
    Södertörn University.
    Stenberg, Georg
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. Kristianstad University, Forskningsmiljön ForFame.
    Kaipainen, Mauri
    Södertörn University.
    Political campaigning 2.0: the influence of online news and social networking sites on attitudes and behavior2014In: eJournal of eDemocracy & Open Government, ISSN 2075-9517, E-ISSN 2075-9517, Vol. 6, no 3, p. 231-247Article in journal (Refereed)
    Abstract [en]

    This study aimed to examine differences in influence between online news (e.g., New York Times) and social networking sites (e.g., Facebook and Twitter) on attitudes in political campaigns. In a web-based experiment, campaign, polls and election between two fictitious candidates were simulated. Participants’ explicit and implicit attitudes as well as voting behavior were assessed using self-report items and the Implicit Association Test (IAT). The results reveal that information emanating from online news had a significant influence on explicit and implicit attitudes while that of social networking sites did not. Overall, negative items had a stronger impact than positive ones, more so in online news compared to social networking sites. Negative information from either type of media was more likely to change participants’ explicit attitudes in a negative direction and as a consequence also change their vote. Practical implications of the findings and limitations of the study are discussed.

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